101,482 research outputs found
Assessing the influence of the Merzbacher Lake outburst floods on discharge using the hydrological model SWIM in the Aksu headwaters, Kyrgyzstan/NW China
Get PDFGlacial lake outburst floods (GLOF) often have a significant impact on downstream users. Including their effects in hydrological models, identifying past occurrences and assessing their potential impacts are challenges for hydrologists working in mountainous catchments. The regularly outbursting Merzbacher Lake is located in the headwaters of the Aksu River, the most important source of water discharge to the Tarim River, northwest China. Modelling its water resources and the evaluation of potential climate change impacts on river discharge are indispensable for projecting future water availability for the intensively cultivated river oases downstream of the Merzbacher Lake and along the Tarim River. The semi-distributed hydrological model SWIM was calibrated to the outlet station Xiehela on the Kumarik River, by discharge the largest tributary to the Aksu River. The glacial lake outburst floods add to the difficulties of modelling this high-mountain, heavily glaciated catchment with poor data coverage and quality. The aims of the study are to investigate the glacier lake outburst floods using a modelling tool. Results include a two-step model calibration of the Kumarik catchment, an approach for the identification of the outburst floods using the measured gauge data and the modelling results and estimations of the outburst flood volumes. Results show that a catchment model can inform GLOF investigations by providing ‘normal’ (i.e. without the outburst floods) catchment discharge. The comparison of the simulated and observed discharge proves the occurrence of GLOFs and highlights the influences of the GLOFs on the downstream water balance. © 2013 The Authors. Hydrological Processes Published by John Wiley & Sons Ltd
E itim Ara t rmalar nda Anket ve Mülakatlar
No full textBu çal man n amac , Türkiye de hem teoride ve hem de pratikte çok yayg n kullan lmayan anket ve mülakat metotlar n geni bir biçimde ele almakt r. Bu ba lamda, e itimle ilgili ara t rmalarda bilimsel ve sosyal bir gerçe i ara t r rken mülakat ve anket metotlar n n avantajlar ve dezavantajlar detayl ca sunulmaktad r. Ülkemizde, niteliksel ara t rma metotlar ndan olan mülakat ve anketler e itim ara t rmalar nda son dönemlerde azda olsa kullan lmaya ba lanm t r. Bunun sonucunda çok ciddi çal malar ortaya ç km t r. Ayr ca bu çal mada ele al nan bir ba ka konu da udur: Mülakat ile anket ars nda bir kar la t rma yap lm ve bu iki metodun hangisinin di erine göre daha avantajl ya da dezavantajl oldu u üzerinde durulmu tur. E itim alan nda bu metotlar kullan larak yap lan çok say da ara t rma burada örnek olarak sunulmaktad r. Sosyal bilimler alan nda yap lan ayn çal mada bu iki metodun farkl sonuçlar vermesi, elde edilen sonuçlar n geçerlili i aç s ndan özel bir önem ta maktad r. Bu çal man n sosyal ve e itim bilimleri alan nda yürütülecek ara t rmalara k tutaca umulmaktad r.The aim of this study is to deal, through a broader explanation, with the methods of questionnaire and interview, which are not so commonly used both in theory and in practice in Turkey. Hence, the advantages and disadvantages of the methods of questionnaire and interview in the investigation of a scientific and social fact in educational researches are presented in detail. In our country, questionnaires and interviews, which are qualitative research methods, have recently began to be rarely used in educational researches; as a result, meticulous studies have come out. One other thing to be focused on in this study through a comparison between a questionnaire and an interview is also the advantages and disadvantages of these methods over each other. A large number of researches conducted through these methods in the field of education are cited here as examples. The use of each method with a different result in the same study in social sciences is of special importance in terms of the validity of the results obtained. This study is expected to guide or highlight the researches to be conducted in the field of social and educational sciences
A scale development study on evaluation of the training process of novice teachers
No full textBu çal man n amac 2015-2016 bahar yar y l nda ilk kez uygulanan Aday Ö retmen Yeti tirme Sürecinin farkl de i kenler aç s ndan incelenmesine yönelik geçerli ve güvenilir bir ölçek geli tirmektir. Bu ba lamda ara t rma 2015-2016 bahar yar y l nda atanan ö retmenlerle yürütülmü tür. Ara t rman n çal ma grubunu Giresun ilinden farkl /ayn yere atanan, farkl bran larda 110 aday ö retmen olu turmaktad r. Geli tirilen ölçe in geçerlik ve güvenirli ini belirlemek için aç mlay c faktör analizi yap lm t r. Aç mlay c faktör analizi sonucunda, ölçe in 16 madde ve tek faktörden olu an bir yap ya sahip oldu u belirlenmi tir. Haz rlanan ölçe in Cronbach Alfa iç tutarl l k katsay s 0,81 olarak hesaplanm t r. Faktör analizi sonucu uyum iyili i indekslerinin, kabul edilebilir ve iyi uyum s n rlar içerisinde olduklar görülmü tür. Yap lan geçerlik ve güvenirlik analizleri sonucunda "Aday Ö retmen Yeti tirme Sürecini De erlendirme Ölçe i" nin geçerli ve güvenilir bir ölçek oldu u bulunmu turThe aim of this study is to develop a valid and reliable scale for investigating, based on different variables, the process of training Novice teachers that was first applied in Spring Term in the Education Year of 2015 and 2016. In this context, the sample of the study is made up of a group of teachers appointed in spring term in the education year of 2015 and 2016. Hundred and ten prospective teachers of different branches, who were appointed in the same/different places in theProvince of Giresun, make up of the study-group. Explanatory factor analysis was made for the verification of the validity and reliability of the scale developed. The results obtained from the explanatory factor analysis indicated that the scale developed was based on a structure of sixteen items and only a single factor. The Cronbach Alpha internal consistency coefficient of the prepared scale was calculated as 0,81. Based on the results of factor analysis, the index of conformity was found to be acceptable and in good conformity. The results obtained from the reliability and conformity analysis conducted indicated that The Scale For The Evaluation of The Process of Training Novice Teachers was found to be reliable and vali
lkö retimde aktif ö renme modeli ile geometri ö retiminin geometrik dü ünme düzeylerine etkisi
No full textBu ara t rman n amac , ilkö retimde aktif ö renmenin ve geleneksel ö retimin, ö rencilerin geometrik dü ünme düzeyleri üzerine etkilerini incelemektir. Ara t rmada öntest-sontest kontrol gruplu deneysel ara t rma modeli kullan lm t r. Deney gruplar nda aktif ö renme yöntemi, kontrol gruplar nda ise geleneksel ö retim yöntemi kullan lm t r. Ara t rma 2004-2005 e itim-ö retim y l nda zmir ili Buca ilçesine ba l Buca ilkö retim okulunda okuyan 93 ö renci 4. s n f 106 ö renci 5. s n f toplam 199 ö renci üzerinde gerçekle tirilmi tir. Ara t rmada nicel ara t rma yakla m benimsenmi tir. Ara t rma verileri Van Hiele geometri testi ile toplanm t r. Ara t rman n nicel verilerin analizinde aritmetik ortalama, standart sapma, kay-kare (%) testi kullan lm t r. Bu ara t rma sonucunda Aktif ö renme yöntemiyle ö renim gören deney grubu ile geleneksel yönteme göre ö renim gören kontrol grubu ö rencilerin geometrik dü ünme düzeyleri aras nda, deney grubu lehine anlaml bir farkl l k bulundu u belirtilmi tir.The aim of this study is to examine the effects of geometry teaching with active learning models on geometric thinking level in elementary education. Research was conducted with control group and experiment group and pretest and posttest was given to this groups. Active learning model has used in experimental group and in control group the traditional model has used. 93 fourth grade and 106 fifth grade students from Buca lkö retim Okulu in Buca center province in zmir in 2004-2005 academic school year enrolled in this research. Quantitative research approache lias been admitted. The data of the research has been gathered by the geometry test of Van Hiele. Arithmetic mean, standard deviation, k square test were used in the analyses of the data. At the end of this research, there is a significant difference in terms of student's geometric thinking level between experiment group which was educated with active learning techniques and control group which was educated according to traditional techniques
Teachers' opinions of the new primary mathematics programme
No full textBu ara t rma, Milli E itim Bakanl Talim Terbiye Kurulu taraf ndan haz rlanan 12.07.2004 tarihli karar ile 2005-2006 e itim-ö retim y l nda uygulamaya konulan, ilkö retim 6., 7., 8. s n f yeni matematik program na ili kin ö retmen görü lerini analiz etmek amac yla yap lm t r. Ara t rman n yürütülmesinde tarama yöntemi benimsenmi tir. Kazan m, içerik, ö retme-ö renme ve de erlendirme boyutlar nda program n de erlendirilmesi yap lm t r. Ara t rman n evrenini, 2007-2008 e itim-ö retim y l nda Izmir ilindeki resmi ilkö retim okullar nda görev yapan tüm ilkö retim matematik ö retmenleri olu turmaktad r. Ara t rman n örneklemini ise 2007-2008 e itim-ö retim y l nda Izmir metropol, ilçe ve köy ilkö retim okullar nda görev yapan ilkö retim matematik ö retmenlerinden rastlant sal olarak seçilen 600 ö retmen olu turmaktad r. Ancak bu ö retmenlerin 280 i anketi yan tlam t r. Elde edilen verilerin analizinde frekans ve yüzdeler kullan lm t r. Bu ara t rma sonucunda, matematik ö retmenleri, matematik program n n kazan m ve içerik boyutunda olumlu görü belirtmi lerdir. Fakat ö renme-ö retme ve de erlendirme boyutunda matematik ö retmenlerinin görü leri, program n i leyi inin iyi olmad n göstermektedir.This research aims to analyse the teachers views on the new mathematics programme for primary school students in class 6, 7 and 8, which was put into operation in the academic year of 2005-2006 in accordance with the decree of July 12, 2004 adopted by the Council of Instruction and Education, the Ministry of National Education. The survey method was employed. The programme was evaluated in terms of its content and advantages as well as teaching-learning and assessment. All the mathematic teachers employed in the public primary schools in the province of zmir in the academic year of 2007-2008 constitute the population of the research. The sample of the research, selected by random sampling, included 600 of the mathematic teachers employed in primary schools in the centre, towns and villages of zmir in the academic year of 2006-2007. However, only 280 of the teachers included in the sample answered the questionnaire. Frequency and percentages were used in the analysis of the data obtained. The research concluded that mathematic teachers favoured the programme with respect to its content and advantages, but that they experienced a number of drawbacks in the application of the programme in terms of teaching, learning and assessment.
Teachers' Demographic Characteristics and The New Mathematics Program for Primary School-teaching
No full textBu çal man n amac 6. 7. ve 8. s n f matematik dersi program nda yap lan bu de i iklikler ve düzenlemelerin matematik ö retmenlerinin demografik özelliklerini de erlendirerek incelemektir. Ara t rmada tarama yöntemi kullan lm t r. Ara t rma, 2007-2008 e itim-ö retim y l nda zmir metropol, ilçe ve köy ilkö retim okullar nda görev yapan ilkö retim matematik ö retmenlerinin 600'ü rastlant sal örnekleme tekni i ile örnekleme dahil edilmi , ancak bu ö retmenlerin 280'i anketi yan tlam t r. Toplanan veriler SPSS (13.0) program çerçevesinde temel istatistiksel fonksiyonlar kullan larak analiz edilmi tir. Bu ara t rma sonucunda, cinsiyet, hizmet içi e itim, görev yapt okul ve mesleki k deme göre ö retmenlerin görü leri aras nda anlaml bir farkl l k görülmemektedir. Fakat yeni ilkö retim matematik program na ili kin ö retmen görü leri aras nda, yeni program inceleyip incelememe aç s ndan 0.05 düzeyinde anlaml bir farkl l k göstermektedir.The aim of this study is to deal with the influence of the changes made in the mathematics program (curriculum) for Grades 6, 7, and 8 on the basis of mathematic teachers' demographic characteristics. In the research the survey method was used . Of the teachers employed in primary schools in the metropolis, towns, and villages in Izmir in 2006 and 2007, 600 mathematic teachers were included in the sample through the random sampling method. However, only 280 of the teachers answered the questionnaire. The data were analyzed through basic statistical functions in SPSS (13.0) program. The results obtained showed no significant difference between the opinions of the teachers on the bases of their gender, in-service training, schools where they are employed and their professional length of service. However, a meaningful difference was found between the teachers' opinions on the new primary school-teaching mathematics program with respect to their acquaintance with the new program
Prospective teachers' self-efficacy beliefs regarding mathematics teaching
No full textBu çal man n temel amac , s n f, fen bilgisi ve okul öncesi ö retmeni adaylar n n matematik ö retimine ili kin öz-yeterlilik inançlar , cinsiyet, liseden mezun oldu u alan ve anabilim dallar na göre farkl la p farl la mad n tespit etmektir. Çal ma, 2007-2008 e itim-ö retim y l n n ikinci döneminde, Giresun E itim Fakültesi S n f, Fen Bilgisi ve Türkçe ö retmenli i anabilim dal ö retmen adaylar ndan 232 nin kat l m yla gerçekle tirilmi tir. Çal mada nitel ve nicel ara t rma yöntemleri benimsenmi tir. Veriler, ara t rmac taraf ndan geli tirilen bir ölçek arac l yla toplanm t r. Nicel verilerin analizinde istatistiksel teknikler, nitel verilerin analizinde ise içerik analizi uygulamalar gerçekle tirili tir. Bu ara t rma sonucunda, ö retmen adaylar n n matematik ö retimine yönelik öz-yeterlik inanc ve ba a ç kma davran alt boyutlar aç s ndan yüksek e ilimlere sahip olduklar saptanm t r. Cinsiyet, liseden mezun olduklar alan ve anabilim dallar na göre incelendi inde, öz-yeterlik inanc aç s ndan, ö retmen adaylar aras nda anlaml farkl l klar olmad bulunmu tur. Ö retmen adaylar n n matematik ö retimine ve dersi veren ö retim eleman na yönelik aç k uçlu soruya verilen cevaplar n içerik analizinde, genelde olumlu yönde görü bildirdikleri tespit edilmi tir.The fundamental aim of this study is to determine whether or not prospective Classroom, Science, and pre-school teachers self-efficacy beliefs regarding mathematics instruction differs in terms of gender, field of graduation from high-school, and branches of main sciences. The study was carried out at Giresun University, Faculty of Education in the academic year of 2007 and 2008 with the participation of 232 prospective teachers who were students in Classroom, Science and Turkish teacher training departments. In the study, quantitative and qualitative methods of research were used and the data were collected by means a scale devised by the researcher. Statistical techniques were used in the analyses of the quantitative data, whereas content analysis was used in the analyses of the qualitative data. The results obtained showed that prospective teachers had a high tendency of self-efficacy beliefs and the solution-finding attitude regarding mathematics instruction in terms of subdimensions. It was also found that there were no significant differences between prospective teachers with respect to self-efficacy beliefs when their genders, field of graduation from high school, and their branches of main sciences were considered. The results also indicated that prospective teachers assumed a positive view in the content analyses of the answers given for the open-ended questions regarding mathematics instruction and the teacher who teaches the subject
Ilkö retim Matematik Ö retmenlerinin Ölçme De erlendirme Okur-Yazarlik Düzeylerinin Belirlenmesi
No full textThe introduction of the new program in the academic year of 2005-2006 places a great
emphasis on the new procedures in measurement and assessment. The measurement and
assessment techniques used in the new program for elementary education are process and resultfocused.
It is known that the activities for a number of measurement and assessment techniques
and methods which are already used or asked to be used in schools are, to a considerable extent,
incomplete and insufficient. It is a necessity to determine whether or not measurement and
assessment procedures are satisfactorily considered during the assessment process of students
knowledge and skills. The purpose of this study is to determine mathematics teachers literacy
level of measurement and assessment. The study, in which was used qualitative research method,
was conducted in the academic year of 2008-2009 on twenty mathematics teachers employed in
elementary-schools in the Province of Giresun. In the research was used a semi-structured
interview form as a tool of data collection. The results indicated most of the mathematics teachers
were satisfactorily acquainted with the concepts of measurement and assessment and that most
of them were not knowledgeable enough about the concepts of validity and reliability. It was also
found in the study that they didn t scientifically know how to ensure the validity and reliability of
measurement instruments. Mathematics teachers establish their students entry performance of
mathematics through such particular procedures as question-answer, problem-solving, and
questions from daily-life2005-2006 E itim-Ö retim y l nda yeni programa geçilmesi ile ölçme ve de erlendirmede
yeni yakla mlar ön plana ç karm t r. Yeni ilkö retim program nda kullan lan ölçme
de erlendirme metotlar süreç ve sonuç odakl d r. Okullarda uygulanan ve uygulanmak istenen
birçok ölçme-de erlendirme yöntem ve tekniklerine yönelik etkinliklerin önemli ölçüde eksik ve
yetersiz oldu u bilinmektedir. Ö rencilerin sahip olduklar bilgi ve becerileri de erlendirme
sürecinde ö retmenler taraf ndan yeterince dikkate al n p al nmad n n belirlenmesine ihtiyaç
vard r. Bu çal man n amac , matematik ö retmenlerinin ölçme ve de erlendirme konusundaki
okur-yazarl k düzeylerini tespit etmektir. Bu çal mada nitel ara t rma yöntemi kullan lm t r ve
çal ma 2008-2009 ö retim y l nda, Giresun ili ilkö retim okullar nda görev yapan 20 matematik
ö retmeni üzerinde uygulanm t r. Veri toplama arac olarak, ara t rmada yar yap land r lm
mülakat formu kullan lm t r. Sonuçlar, matematik ö retmenlerinin ço unun genel olarak ölçme ve
de erlendirme kavramlar n tan d klar n ve ancak geçerlilik ve güvenirlilik kavramlar hakk nda
yeterli bilgiye sahip olmad klar n göstermi tir. Ayr ca, bu ö retmenlerin, ölçme araçlar n n geçerlik
ve güvenirli inin nas l sa lanaca konusunda da yeterli bilgiye sahip olmad klar bulunmu tur.
Matematik ö retmenleri ö rencilerin matematik ile ilgili önbilgilerini daha çok soru-cevap,
problem çözdürme, günlük hayatla ilgili sorular tekniklerini kullanarak tespit etmektedirle
Aksu Çayı Havzası’ nın jeomorfolojisi
Get PDFÖ Z E T Batı Toroslar da gelişmiş en büyük akaçlama havzası Aksu Çayı ve kollarının oluşturduğu drenaj şebekesidir. Harita üzerinden yapılan hesaplamalar göre 3863 km2'lik bir sahayı içerisine alan havza doğudan Köprü Çayı Havzası, batıdan Çeltikçi, Bucak, Kestel Polye gruplarının doğusundaki yükseltilerle sınırlanmıştır. Araştırma alanının en kuzeyinde Eğirdir Gölü yer almaktadır. Aksu çayı ve tabilerinin teşkil ettiği vadi tabanlarında Akdeniz İklimi özellikleri gözlenir. Doğal bitki örtüsü de buna bağlı olarak genellikle maki elemanlarıdır. Havzanın yüksek kesimlerinde artan yükseltiye bağlı olarak iklim karasallaşma eğilimi göstermektedir. Bunun doğal sonucu olarak bitki örtüsünde de iğne yapraklılar lehine bir değişme gözlenir. Kuzey kesimlerde yer yer subalpin çayırlara geçilmektedir. Aksu Çayı havzasında yer eden jeolojik formasyonlar genellikle allokton birimlerdir. Doğu kesimde Beyşehir, Hoyran ve Antalya nap birlikleri bulunur. Batıda yer eden formasyonlar genellikle Likya naplarına ait oluşuklardır. Bu formasyonlar daha çok Mesozoik yaşlı temelde ofiolitik melanj, üste doğru kalın konglomera ve kalker tabakaları ile temsil edilirler. Tersier'e ait konglomera kumtaşı ve flişler adı geçen formasyonlar tarafından uyumsuz olarak örtülmüşlerdir. Bu durum allokton kökenli nap yerleşimleri ile sağlanmıştır. Neojen çökeller inceleme alanına komşu olan Burdur, Eğirdir, Beyşehir Gölü gibi çöküntü sahalarında gözlenir. Bu çökeller büyük ihtimalle Aksu Çayı Havzasında gelişen erozyonal faaliyetlere bağlı olarak süpürülmüşlerdir. Aksu Çayı Havzasında jeomorfolojik gelişim iki önemli morfo-dinamik süreçle sağlanmıştır. Bunlar Flüviyatik etkenler ve karstlaşmadır. Neo-tektonik gelişmelerde bu süreçlere önemli katkı sağladığı izlenmektedir. İnceleme alanı bütün Anadolu'da olduğu gibi en azından üst-Pliosen de bir peneplenleşmeye uğramış olmalıdır. Peneplenin üst-Pliosen sonrası deformasyonu tektonik hareketlerle sağlanmıştır. Bu hareketler günümüze kadar aralıklarla devam etmişlerdir. Özellikle üst-Pliosen akarsu şebekesinin bir taraftan tektonik diğer bir taraftan karstik süreçlerle tahrip olduğu asılı vadilerin varlığından anlaşılmaktadır. Yer yer yükselen kütlelere sürempoze veya antesedant biçimde gömülen akarsular yörede Kapız denilen bir takım dar ve derin boğazlar oluşturmuşlardır. Aksu çayı vadisi vadi tabanından itibaren doğu ve batı kesimlerinde kademeler halinde yükselmektedir. Gerek üst pliosen sonrası gerek Kuaterner içinde gelişen karstlaşma ile inceleme alanı yoğun karstlaşma'nın izlendiği bir görünüm almıştır. Gelişen polyeler Kuaterner'in yağışlı devrelerinde göl oluşumları meydana getirmişlerdir. Aksu Çayı akaçlama havzası aşağı çığırında daralmaya uğrar geliştirdiği dolgu düzlükleri üzerinde menderi hareketler yaparak Antalya doğusunda Akdeniz'e ulaşır.The biggest drainnage river basin developed in the west Toros mountains is the drainnage system of Aksu River and its tributaries. According to the calculations done over the map, this river basin which contains an area 3863 km2 , is limited with the altitudes in the east by Köprü River basin and with the altitudes in the west by the groups of Çeltikçi, Bucak, Kestel Polje and Eğirdir Lake takes place in the northhernmost the research area. The charrecteristics of the Mediterranean climate are observed in the valley-plains formed by Aksu River and its tributaries. Therefore, the natural vegetation cover is generally the machia elements İn the higher sections of the river basin The climate tends to be terestrial because of the increasing altitude. As a natural resut of this, achange in favaur of conifers is observed in the vegetation cover. İn the norhern regions, subalpin meaodows are seen here and there. The geological formations that take place in Aksu River basin are generally allochton units. İn the north region, there are Beyşehir, Hoyran and Antalya nappes unions The formations that take place in the west are generally the formations of Likya nappes. The formations are Mesozoik years old and they are represented by ophiolitic melanj in the basis and by the layers of thick konglomerrare and limestone in the upper parts. The konglomerare sandsstone of Tersier and flishs are covered inharmoniously by abouse mentioned formations. This position is ensured by the nappes settlement of allochtonorigins. The neocene sunken blocks are observed in the subcidence regions such as Burdur, Eğirdir and Beyşehir Lake., which are neighbours to the research area. These sunken blocks are probably denudated because of the erosional activities developed in Aksu River basin. The geomorphological development in Aksu River basin in ensured by two important morpho-dynamic processes. These are fluviative factors and karsting. Moreover, it is observed that the neo-tectonic developments also contribute to these processes. The research are must be peneplained at least in the upper-Pliosen., as it is in whole Anatolia. The deformation of the peneplaine after the upper -Pliosen is ensured by the tectonic movements. These movements have contiuned up today at intervals. The existence of the hanging valleys shoes us that especially the upper- Pliosen river system is demolished by both the tectonic and karstic processes. The river buried in the masses rise hereand ther in the surempose or antecedant form , contitute some narrow and deep gaps called Canyon in this region. Aksu River valley rises step by step from the valley-plain in the east and west regions. The research area got a view in which an intensive karsting is seen because of both the karsting after the upper. Pliosen and the karsting developed in Kuaterner. The developed poljes constituted lake formations in the rainy terms of Kuaterner. The drainager river basin of Aksu river becomes narrow and it reachesto the mediterranean in the east of Antalya by making folding movements on the upbuilding plains that it has developed
The views of the students who study at education faculty on their department: A sample of Giresun University
No full textE itimin kalitesini art rmada, e itim hizmetlerinin al c s konumundaki ö rencilerin memnuniyetinin sa lanmas büyük bir öneme sahiptir. Bu ba lamda, bu ara t rman n amac , e itim fakültesinde ö renim gören ö rencilerin e itim hizmetlerinden duyduklar memnuniyetine yönelik görü lerini, nitel bir çerçevede ayr nt l bir ekilde belirlemektir. Ara t rma 2013-2014 ö retim y l nda Giresun Üniversitesi E itim Fakültesi'nde gerçekle tirilmi tir. Ara t rman n verileri, aç k uçlu sorularla toplanm t r. Veri çözümlemede, içerik analizi kullan lm t r. Kategoriler; kat l mc lar n ifadelerinden do rudan al nt lar yap larak, aç klanm ve kategorilere kat l m frekanslar hesaplanm t r. Ara t rma sonucunda; Giresun Üniversitesi'nde ö renim gören ö rencilerin, üniversiteden ve ayr ca e itim gördükleri bölümden genelde memnun olduklar gözlemlenmi tir. Ayr ca ara t rmada; ö rencilerin dilek ve temennilerine de yer verilerek, bölümlerine yönelik ihtiyaçlar da ortaya konmaya çal lm t r.The provision of satisfaction for prospective teachers, who are in a position to get educational services, is of great importance for the quality of education to improve. The study, therefore, aims to determine, in detail and in a quantitative framework, the views of the students at Education Faculty on their satisfaction with educational services. The research was conducted at Education Faculty, Giresun University in the academic year of 2013 and 2014. The data of the research were collected based on open-ended questions and content analysis was used for data analysis. Categories were described in parallel with the direct quotations from the respondents' statements and the frequencies of participation in categories were also calculated. The results obtained indicated that the students who studied at Giresun University were, in general, satisfied with their university and department. In addition, the research also focuses on students' wishes and expectations and their departmental needs and requirements were reveale
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